Publication: Un camino sin retorno: estrategias metodológicas de aprendizaje activo
Authors
Margalef García, Leonor ; Pareja Roblin, Natalie
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo compartimos algunas reflexiones acerca
del desarrollo de metodologías de aprendizaje activo en
la enseñanza universitaria a partir del análisis crítico de
las experiencias vividas en tres procesos de innovación
desarrollados en el marco del Programa de Formación
Inicial del Profesorado de la Universidad de Alcalá. Si bien
se trata de tres experiencias distintas, con características y
peculiaridades propias, todas parten del compromiso por
comprender y transformar la práctica docente a través de la
indagación y reflexión colectiva. En base a estas experiencias
planteamos algunas reflexiones sobre los procesos de
cambio educativo y el desarrollo de metodologías de
aprendizaje activo.
In this paper we share some reflections about the development of active learning methodologies in higher education through a critical analysis of the lived experiences in three innovation processes carried out under the framework of the Teacher Professional Development Program at the University of Alcala. Even though the three experiences are different, each with its own characteristics and peculiarities, all of them stem from a commitment to understand and transform teaching practices through collective reflection and research. Based on these experiences we propose some reflections about educational change processes and the development of teaching methodologies that facilitate active learning.
In this paper we share some reflections about the development of active learning methodologies in higher education through a critical analysis of the lived experiences in three innovation processes carried out under the framework of the Teacher Professional Development Program at the University of Alcala. Even though the three experiences are different, each with its own characteristics and peculiarities, all of them stem from a commitment to understand and transform teaching practices through collective reflection and research. Based on these experiences we propose some reflections about educational change processes and the development of teaching methodologies that facilitate active learning.
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Citation
Revista interuniversitaria de formación del profesorado, V. 22(3), N. 63, 2008
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